Bridging the gap from intermediate to advanced proficiency with higher-order thinking skills and content knowledge

Authors

  • Michelle M Low University of Northern Colorado

DOI:

https://doi.org/10.1558/rtcfl.28321

Keywords:

oral proficiency, critical-thinking skills, developing advanced proficiency

Abstract

Traditional university Chinese programs aim to produce students who can function at what the ACTFL Language Proficiency Guidelines considers the “advanced” level. However, unless students spend significant time studying abroad, most non-heritage speakers have difficulty moving past the “intermediate” level of proficiency. In order for students to function at the advanced level, they must also develop content knowledge on a variety of topics beyond “the self,” about the community and the world. Moreover, students must also develop intellectual maturity and be able to think critically and analytically, to synthesize and connect content learned outside the language class with the course content. Finally, students need to use their language skills to express complex ideas in Chinese. This paper discusses developing Higher-Order Thinking Skills (HOTS) in students through the integration of specific assignments, in-class activities, and the introduction of course content, in order to help students move from the intermediate to advanced level of proficiency. ???????????????????????????????? ???????????????????????????????? ??????????????????????????????????????????????????????????????? ???????????????????????????????? ???????????????????????????????? ???????????????????????????????? ???????????????????????????????? ???? ??????????????

Author Biography

Michelle M Low, University of Northern Colorado

Michelle M. Low is Assistant Professor of Chinese and Asian Studies and Coordinator for Asian Studies and Chinese programs in the Department of Modern Languages, University of Northern Colorado.

References

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Published

2017-06-30

How to Cite

Low, M. M. (2017). Bridging the gap from intermediate to advanced proficiency with higher-order thinking skills and content knowledge. Researching and Teaching Chinese As a Foreign Language, 2(1), 70–86. https://doi.org/10.1558/rtcfl.28321

Issue

Section

Articles